scholarly journals The Correlation Between Students' Critical Thinking and Argumentative Skill in IAIN Bukittinggi

2021 ◽  
Vol 2 (1) ◽  
pp. 65-75
Author(s):  
Lia Aulia Suryani ◽  
Hilma Pami Putry ◽  
Hafizul Khair
Keyword(s):  
Critical Thinking ◽  
Correlation Coefficient ◽  
Random Sampling ◽  
English Language ◽  
Reading Test ◽  
Argumentative Writing ◽  
Writing Test ◽  
Writing Skill ◽  
Level Of Significance ◽  
Correlation Design

This research was directed to find out whether there any significant correlation between students' critical thinking and argumentative writing skill in IAIN Bukittinggi. The researcher found several problems in the field, the problems were students got difficulties in starting and developing their ideas into writing a paragraph, they have limited vocabulary in the English language, and some of the students don’t use transition signals. This research employed a correlation design. The population of this research was the students of the fifth semester in Iain Bukittinggi. The researcher used random sampling were the students of class 5A, class 5B, and 5C to get the sample of the research. In collecting the data, the researcher used a reading test to know of students of critical thinking, and the researcher used of writing test to know of argumentative writing essay. The data were processed and analyzed by SPSS 22.0 Statistic technique of product-moment t-test formula and consulted the result into t-table with the level of significant α = 0.05.The result of this study by the correlation coefficient (r-x-y) 0,787. It shows that there was a high correlation between students' critical thinking and argumentative writing, it included the scale of r interpretation score between 0,60- 0,79. Furthermore, with df =25. And the level of significance 0,05 (α= 5%) obtained 0,396. So , try = 0,787 > t table 0,396. So, Ha was accepted and  Ho was rejected. It means that there was a correlation between students critical thinking and argumentative writing skill.

scholarly journals Investigating the Link between Critical Thinking Skill and Argumentative Writing Skill: The Case of Islamic Senior High School

1970 ◽  
Vol 5 (2) ◽  
pp. 144-153
Author(s):  
RIZA OKTARI PUTRI
Keyword(s):  
High School ◽  
Regression Analysis ◽  
Critical Thinking ◽  
Correlation Coefficient ◽  
Senior High School ◽  
P Value ◽  
Argumentative Writing ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Writing Skill

This study was aimed at describing the link between the second year students’ critical thinking skill and their argumentative writing skill at Islamic Senior High School in Palembang, South Sumatera, Indonesia. There were 60 students participated in this study. The data were obtained by using two instruments: Cornell Critical Thinking Test (CCTT) and argumentative writing test. Pearson Product Moment Correlation Coefficient and regression analysis were used to analyze the data. From the result, statistically significant positive link between students’ critical thinking skill and their argumentative writing skill was found with correlation coefficient .695, and the p-value was (.000) lower than significance value (.000 < .005). Since there was a significant link, regression analysis was used. As the result, critical thinking skill had 48.4% contribution to the students’ argumentative writing skill. In short, critical thinking skill had relationship with argumentative writing skill, and it gave 48.4 % constribution to the students’ argumentative writing skill.

scholarly journals The Correlation Between Students’ Creativity And Their Writing Skill At Ma Nw Peseng

2020 ◽  
Vol 5 (6) ◽  
Author(s):  
Agus Salim ◽  
Tawali Tawali ◽  
Sudirman Sudirman ◽  
Wari’ah Wari’ah
Keyword(s):  
Alternative Hypothesis ◽  
Sampling Technique ◽  
Second Grade ◽  
Writing Test ◽  
Verbal Creativity ◽  
Second Grade Students ◽  
Writing Skill ◽  
Sample Technique ◽  
Level Of Significance ◽  
Cluster Random Sampling

This research was aimed to find out the correlation between students’ creativity and their writing skill. The kind of this research was simple correlational study (quantitative approach). The population of this research was 77 of the second grade students of MA NW Peseng. The sample of this research was 21 consist of one class. The sample technique that used in this research was cluster random sampling technique by using lottery. The intruments that was used in this research were tests, that were verbal creativity test and writing test. Then the technique that used in analyzing the data was Pearson Product Moment formula. From the research, the r of xy score was higher than r-table (0.829>0.456) in 5% and 1% level of significance. Based on the result of this research, it could be concluded that there was a significant correlation between students’ creativity and their writing skill meant Alternative Hypothesis (Ha) was accepted and Null hypothesis (H0) was rejected.     

scholarly journals The Effects of Grammar Mastery and Critical Thinking towards Students’ Descriptive Writing Skill

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Nina Puspitaloka
Keyword(s):  
Critical Thinking ◽  
Sampling Technique ◽  
Choice Test ◽  
Critical Thinking Ability ◽  
Independent Variables ◽  
Writing Test ◽  
Analysis Technique ◽  
Thinking Ability ◽  
Writing Skill ◽  
Descriptive Writing

The purpose of this research wants to know the effect both grammar mastery and critical thinking towards student’s descriptive writing skill. It wants to know the effect of grammar mastery towards student’s descriptive writing skill. And then, it wants to know the effect of critical thinking towards student’s descriptive writing skill. Research method is a survey research which is taken from 90 students that are chosen randomly sampling technique at private senior high school in Karawang. There are several instruments, which are used in viewing the relationship between two independent variables (grammar mastery and critical thinking) and one dependent variable (descriptive writing skill), namely: (1) multiple choice test to measure the level of knowledge grammar mastery, (2) questionnaires to measure the level of cognitive in critical thinking, and (3) writing test to measure student’s ability in terms of descriptive writing skill. Data analysis technique used SPSS Version 16.0. The result of the research shown that (1) both grammars learned by student and critical thinking ability have effects on the student’s writing skill. This is evidence of the value both independent variables are Fcount = 339,539 and sig as big as 0,000 < 0,05. (2) grammar learnt by the students has effect on the student’s descriptive writing skill, this is evidenced by tcount  = 26,037 and sig as big as 0,000 < 0,05. (3) critical thinking ability has no effect on the student’s descriptive writing skill, this is evidence by tcount = 0,858 and sig as big as 0,393 > 0,05.

scholarly journals SOMATIC, AUDITORY, VISUAL, INTELLECTUAL (SAVI): ITS EFFECTIVENESS TO TEACH WRITING FROM THE PERSPECTIVE OF STUDENTS’ CRITICAL THINKING

2017 ◽  
Vol 4 (2) ◽  
pp. 120
Author(s):  
Linda Septiyana
Keyword(s):  
Critical Thinking ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Teaching Writing ◽  
Homogeneity Test ◽  
Positive Contribution ◽  
Writing Test ◽  
Writing Skill ◽  
Multifactor Analysis ◽  
And Control

SAVI is a method used in teaching and learning process which has four main aspects, they are Somatic, it is learning by moving and doing; Auditory, it is learning by talking and hearing; Visual, it is learning by observing and seeing; Intellectual, it is learning by problem solving and reflecting. This article refers to an experimental study on the effectiveness of SAVI to teach writing at one of senior high school in Metro, Lampung. The samples were two classes namely experimental class which was taugh using SAVI and control class which was taught by TSTS. Each class consisted of two groups based on the level of critical thinking (high and low). To gain the data, two instruments were used namely writing test and critical thinking test. The data were, then, analysed by using Multifactor Analysis of Variance ANOVA 2X2 and Tukey test. Before conducting the ANOVA test, pre-requisite test namley normality and homogeneity test were conducted. The findings of this research are: (1) SAVI is more effective than TSTS (2) The students with high critical thinking have better writing skill than those having low critical thinking; and (3) There is an interaction between teaching methods and students’ critical thinking in teaching writing. Therefore, it is recommended for English teachers to implement SAVI in teaching writing activities because this method gives positive contribution in improving the students writing skill and facilitating the students’ critical thinking to produce a good text.

scholarly journals The Assessment of Students’ English Writing Skill at SMA Yaspen Tugu Ibu Depok

2020 ◽  
Vol 5 (1) ◽  
pp. 42
Author(s):  
Mulyadi Mulyadi ◽  
Siti Nurani ◽  
Nurul Frijuniarsi
Keyword(s):  
High School Students ◽  
Random Sampling ◽  
Simple Random Sampling ◽  
Second Grade ◽  
School Students ◽  
English Writing ◽  
Writing Test ◽  
Second Grade Students ◽  
Writing Skill ◽  
Senior High School Students

<p>The aim of this research is to analyze empirically English writing skill of Senior High School students. This research is a descriptive qualitative research. The population of this research is the second grade students from SMA Yaspen Tugu Ibu in Depok. The sample was taken through simple random sampling of which 25 students as samples of this research. For collecting the data, the instruments used in this research were writing test and interview. The writing test was conducted to obtain the writing skill indicators, while the interview was carried out to elicit information of students’ problems in writing. The result of this research explained that students’ English writing skill was definitely good at SMA Yaspen Tugu Ibu Depok. There were 88% of students with scores more than 50 and only 12 % with scores less than 50. In conclusion, the students’ writing skill at SMA Yaspen Tugu Ibu is considered to be high category in English writing skill.</p>

scholarly journals IMPROVING STUDENTS’ WRITING SKILL ON DESCRIPTIVE TEXT BY ESTAFET STRATEGY OF THE ELEVENTH YEAR STUDENTS OF SMA 4 PALOPO

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Dewi Furwana ◽  
Andi Tenrisanna Syam
Keyword(s):  
Statistical Analysis ◽  
Sampling Technique ◽  
Writing Achievement ◽  
Purposive Sampling ◽  
Writing Test ◽  
Significant Difference ◽  
Writing Skill ◽  
The Mean ◽  
Level Of Significance ◽  
Experimental Group

The objective of the research was to find out whether estafet strategy is effective  to improve students’ writing skill on descriptive text of the eleventh year students’ of SMAN 4 Palopo.  This research usedquasi experimental.The population of this research was the eleventh grade students of SMAN 4 Palopo. The number of population was 50 students. The sample were class XI PS 1 consisted of 25 students as experimental group and class XI PS 2 consisted of 25 students as control class.The sampling technique in this research was purposive sampling. The instrument of the research was writing test. The writers gave pretest and posttest to the students.  The result showed that the students` mean score of posttest in experimental group was 90.44 and pretest was 65.96. The mean score of posttest was higher than the mean score of pretest (90.44>65.96). While the mean score of posttest in control class was 75.76 and the mean score of pretest was 60.52. The mean score of posttest was higher than the mean score of pretest (75.76>60.52). The result of statistical analysis the experimental group for level of significance 0.05 with degree of freedom (df) = 24; the probability value was smaller than α 0.00<0.5 and the result of statistical analysis the control class in which the probability value was lower than α .0.00>0.05. As a result, there was a significant difference in writing achievement between the students who are taught by using estafet strategy and those who are taught by non-using estafet strategy. Based on the result of this research, the writers concluded that estafet strategy upgrades the students’ writing.

scholarly journals The Integration of Vocabulary and Effective Sentence Mastery towards Students’ Argumentative Writing Skills

2017 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Tien Rafida
Keyword(s):  
Random Sampling ◽  
Writing Skills ◽  
Class Ii ◽  
Quantitative Approach ◽  
Argumentative Writing ◽  
Essay Writing ◽  
Argument Writing ◽  
Writing Skill ◽  
Two Factors ◽  
Cluster Random Sampling

The aims of this result to reveal the integrated of vocabulary and effective sentence mastery against the argumentation writing skill students’ PBI-SU FITK UIN the hypothesis proposed in this results are : (1) vocabulary mastery contribute to the argument to the arguments writing skill of students; (2) effective sentence mastery contribute to the argument writing skill of student; (3) vocabulary mastery and effective sentence mastery together contribute to the argument writing skill of students. This result uses a quantitative approach. The population in this study is PBI UIN-SU as many as 6 classes. As for the samples in this result are students of class II. By using cluster random sampling, obtained a sample of 140 students. The instrument used is a test. These results indicate that: (1) vocabulary mastery contributed positively and significantly to the argument essay writing skills of students. The amount of contribution is 18.4%; (2) Effective sentence mastery contribute positively and significantly to the argument essay writing skills of students. The amount of contribution is 11.7%; (3) mastery of vocabulary and mastery of effective sentences together contributed positively and significantly to the argument essay writing skills of students. The major contribution is 26.5%; (4) mastering vocabulary to effectively contribute by 16.39% against the argument essay writing skills of students; (5) Mastery effective sentence effectively contribute 13.11% against the argument essay writing skills of students. Based on the results of this study, it was concluded that the vocabulary and mastery of effective sentences are the two factors that influence the argument essay writing skills of students in addition to other factors. Therefore, the researchers suggest to all parties concerned to pay more attention to these two factors so that students' skills in essay writing can be further improved.

scholarly journals The Influence of Cooperatif Learning Model and Critical Thinking on Essay Writing Skills (Experiment Study)

2017 ◽  
Vol 7 (2) ◽  
pp. 22
Author(s):  
Febriyantina Istiara ◽  
Ninuk Lustyantie
Keyword(s):  
Critical Thinking ◽  
Research Finding ◽  
Writing Skills ◽  
Learning Model ◽  
Reading Test ◽  
Experiment Study ◽  
Essay Writing ◽  
Writing Test ◽  
Level 2 ◽  
Better Than

The purpose of this research was to find out whether there is any influence on cooperative learning model and criticalthinking on English essay writing skills. The data was collected through (1) multiple choice reading test of criticalthinking instrument and (2) essay writing test. The research used treatment by level 2 x 2 design. The technique ofanalysis data used two ways ANOVA. The research finding shows that: 1) it is significant between English essaywriting skill between students that was learned by task-based learning and think talk write learning, it is Fh (bk) =9.93 and Ft (0,05(1,40) = 4.08. So, Fh(k) > Ft that is interaction. English essay writing skills have studied usingtask-based learning was better than think talk write learning in high critical thinking with Qaccount 12,91. English essaywriting skills have studied using think talk write learning was better than task-based learning in low critical thinkingwith Qaccount 14.1.

scholarly journals The Influence of Diary on the Students' Narrative Writing Skills Quasi-Experimental Study at UIN Syarif Hidayatullah, Jakarta

2020 ◽  
Vol 53 (1) ◽  
pp. 66
Author(s):  
Ratna Sari Dewi
Keyword(s):  
Random Sampling ◽  
English Language ◽  
Writing Skills ◽  
Language Education ◽  
Sampling Technique ◽  
Narrative Writing ◽  
English Language Education ◽  
Design Data ◽  
Writing Test ◽  
Quasi Experimental

This study aims to determine the effect of the diary media on the ability to write narratives for Semester III students. The sample in this study was the 60th semester students of the Department of English Language Education at the Syarif Hidayatullah State Islamic University in Jakarta totalling 60 students. Sampling using a multistage random sampling technique. The method used is an experimental method, with non-equivalent experimental design. Data collection was performed using a narrative writing test and analysed using the t test. The results showed that the diary media had a significant effect on the ability to write student narratives with a coefficient of t count > table = 6.41> 1.70 at a significant level α = 0.05. These results indicate that the diary media can be used as an alternative media in learning to write student narratives. Therefore, teachers need to know the importance of using appropriate learning media to develop students' narrative writing skills.

scholarly journals Film as A Media Used by Teachers to Teach Writing for Tertiary Level Students

2018 ◽  
Vol 1 (2) ◽  
pp. 180-192
Author(s):  
Ardayati Ardayati
Keyword(s):  
High School ◽  
Random Sampling ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Senior High School ◽  
Teaching Writing ◽  
Tertiary Level ◽  
Writing Test ◽  
Writing Skill ◽  
Cluster Random Sampling

The aim of this research was to find out whether or not it was significantly effective to use film as a media in teaching writing for tertiary level students. This study used preexperimental method which was focused on writing skill at the eleventh grade students of Senior High School Tugumulyo. The writer formulated two hypotheses; they were null hypothesis (Ho) and the alternative hypothesis (Ha). There were 352 students from nine classes as the population of this study. The sample was taken through cluster random sampling. The result was XI IA.2 class which consisted of 37 students. In this case, the writer collected the data by using writing test. Based on the findings, the result showed that tobtained was 6.38 where ttable was 1.697. It showed that tobtained was higher than ttable (tobtained more than ttable). Finally, the writer concludes that it was significantly effective to use film as  media in teaching writing at the eleventh grade students of Senior High School Tugumulyo. Keywords: teaching writing, film, media.

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